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Guide for an Integrated Energy Best Practices

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					    Sustainable energy guide, steps to climate neutral schools for secondary schools




-



    Guide for an Integrated
    Sustainable Energy Education,
    First steps to climate neutral schools,
    for secondary schools



    BEST PRACTICES




                                     February 2009

    Developed by the Thematic Workgroup members of Managenergy
    Eddy Deruwe (BE), Susanna Ceccanti (IT), Malte Schmidthals (DE),
    Andreea Piuaru (RO), Eva Stroffekova (SK) and Alan Morton (Uk).




                                                     THEMATIC GROUP EDUCATION
Guide for an Integrated
Sustainable Energy Education,
First steps to climate neutral schools,
For secondary schools

BEST PRACTICES

1  Best Practice    - Meadowside Primary School, Quedgeley (Uk)
2  Best Practice    - Full refurbishment of a school in Klokocov (Sl)
3  Best Practice    - Education for Sustainable Development (Ge)
4  Best Practice    - Eco-School programme
5  Best Practice    - YEP! Project (young Energy People)
6  Best Practice    - Passivhausschule Riedberg / FFM (Ge)
7  Best Practice    - project Fifty/fifty (Ge)
8  Best Practice    - Kvernhuset Ungdomsskole (No)
9  Best Practice    - Agenda21-scolaire (Fr)
10  Best Practice - SUSTAIN.NO
11  Best Practice - The Display Campaign
12  Best Practice - Howe Dell primary school, Hatfield (UK)
13  Best Practice - Tolosano Primary School (It)
14  Best Practice - Schools' Global Footprint (Uk)
15  Best Practice - Relighting in Byšice Primary School (Cz)
16  Best Practice - Herringthorpe Junior and Infant School (Uk)
17  Best Practice - Neubau Hauptschule Klaus – Weiler (At)
18  Best Practice - Lycée Jacquard, HQE, Caudry, (Fr)




                                                  THEMATIC GROUP EDUCATION
         Pag. 2/23
1. !      Best Practice: Meadowside Primary School, Quedgeley


==> Planning and building

" Environmental impacts of each action examined
" Alternative products used in order to evaluate new technologies
" No more than ten year pay back period
==> The Building as an Educational Tool

" Comfortable Learning Environment
" Sun Pipes
" Sky Lights
" Large Windows
" Reflective Flooring
" Under floor Heating - Wall space free of radiators -Comfortable to sit on
" Highly efficient heating system
" Working with efficient condensing boilers - Trend Electronic Optimiser - Zoned system of control
" Passive Ventilation
Pupils actively involved into energy use evaluation




                                                            THEMATIC GROUP EDUCATION
            Pag. 3/23
2. ! Best Practice: Full refurbishment of a school in Klokocov

#   • 1962 school building in state of disrepair

#   Project by BIOMASA to retrofit school & install biomass boiler

            –   Replaced windows & doors
            –   Insulated outside walls & roof & improved façade
            –   Replaced heat distribution pipes, installed new
            –   Radiators & heat zone regulation
            –   Upgraded electrical installations

#   50% energy saving

#   BIOMASA promoted the project widely & raised awareness of the benefits of biomass heating
    systems

Better working environment for pupils & staff




The school building after reconstruction




The new biomass heating boiler          School children visit the Klokocov boiler

Name: BIOMASA Association - Contact: Ladislav Zidek
Phone: +421 41 423 15 00 - Email: biomasa@biomasa.sk
Website: www.biomasa.sk




                                                              THEMATIC GROUP EDUCATION
            Pag. 4/23
3. ! Best Practice: Education for Sustainable Development in Germany


Education for Sustainable Development in Germany

The Web Portal "Education for Sustainable Development (ESD)" informs about German
activities within the field of ESD and the UN Decade "Education for Sustainable Development".
By offering a systematic overview of themes and partners, competitions, newsletters,
programmes, and other efforts involving the UN Decade, it facilitates cooperation and
networks on the national level, and will be expanded as a worldwide forum to inform users
about the implementation of the UN Decade and ESD. Currently, they are collecting
information for the section "UN Decade International" to include ESD activities in various
countries. If you would like to make a contribution to this section, by offering information on
international ESD websites, examples of Good Practices, National Action Plans, publications,
and other news worthy events surrounding ESD involving or within your country, then please
contact us for submission. This website is a project of the German Commission for UNESCO,
within the UN Decade "Education for Sustainable Development", and is financed by the
Federal Ministry of Education and Research (BMBF).

Their are many learn and tools for education in sustainable development to find within the
search engine. Most material is in German.


http://www.bne-portal.de




                                                       THEMATIC GROUP EDUCATION
           Pag. 5/23
4. ! Best Practice: Eco-School programme




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===========================

Eco-School programme


Eco-Schools is a programme for environmental management and certification, and
sustainable development education, for schools. The Eco-Schools Programme aims to raise
students’ awareness of environmental and related sustainable development issues through
classroom study together with school and community action, and provides an integrated
system for environmental management of schools based on an ISO14001/EMAS approach.

The Programme incorporates seven elements, which schools at any level can adopt as a
methodology. These elements have been designed to be the core of the Eco-Schools process,
yet the structure is flexible enough to be adopted in any country, and at any level of schools’
previous environmental achievement. Pupil involvement throughout the process is an integral
and essential factor. The participation of other stakeholders in the school and community in
the decision-making process is an important step towards dialogue and cooperation, providing
a good basis for citizenship education. This flexible system, with its pedagogic and practical
elements, has made Eco-Schools a very successful programme with clear and tangible
benefits to schools and communities, and of course to teachers and young people.

There are 46 countries around the world that run the Eco-Schools programme, linking more
than 40,000 schools – from the UK to France, from Morocco to South Africa. The Eco-Schools
Green Flag, awarded to schools with high achievement in their Programme, is a recognised
and respected eco-label for environmental education and performance.

http://www.eco-schools.org/


Eco-Schools International Coordination

Ms Estela G. Pereira (Eco-Schools International Coordinator) Foundation for Environmental
Education C/o ABAE/FEE Portugal Ed. Vasco da Gama R. Gen. Gomes Araujo Bloco C
Piso I Sala 1.26/1.27 1350-355 Lisbon Portugal
Tel.: +351 21 394 2745 *
Fax: +351 21 394 2749
coordination@eco-schools.org
www.eco-schools.org | www.fee-international.org

===============================================




                                                       THEMATIC GROUP EDUCATION
           Pag. 6/23
5. ! Best Practice: YEP! Project (young Energy People)




YEP! Project (young Energy People)

What policy areas was this project linked to? Energy efficiency in schools

What were its aims? To set up of a School Energy Management Team to carry out an
energy audit in school by using tools and methodology put at disposal by the energy
agencies, build an energy efficiency campaign in the school to improve energy consumption –
repeat the same experience in a working place

Who were the partners? Coordinator: SWAE (UK), other partners: EALP (Italy), AEA
(Italy), EPBP (Germany), AER (Spain, ESS (Sweden), REAC (Greece), EAP (Bulgaria)

Where did it find funding? 5 secondary schools per partner – 5 workplaces

What did the project involve?

Contact: Contact:
Rachel Close, Project Manager             Tel (01594) 545 369   E-mail: rachel@swea.co.uk Severn
Wye Energy Agency Ltd
www.youngenergypeople.com




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6. ! Best Practice: Passivhausschule Riedberg / FFM (Ge)
========================


-   Wilhelm-Busch-Schule first school - Passivestandaerd in Germany (2004).
-   Capacity of 400 students, kindergarten 125 children, a refectory, kitchen and a gym.
-   "Passivhaus Projektierungspaket" (PHPP), need of energy is +- 59 kWh/m/a.
-   Heating oil consumption of about 1.5 l/m/a
-   Primary energy (electricity and heating) under 120 kWh/m2/a
-   Schools and nurseries are predestined to be built as passive houses. For example, outside
    -12 C heat of 25 pupils and one teacher is sufficient to keep classroom warm.
-    In order to build the school in passive house standard, the extra costs amount to 5.3% of
    the construction costs.
-    According to the energy costs of 2003, the pay back period estimated as 38,6 years
    (without any sponsorship). The pay back period is now reduced to 10 years.
-   At the moment the city of Frankfurt in may 2006 the decision was made to construct all
    new municipality buildings if possible in passive house standard.




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           Pag. 8/23
7. !Best Practice: project Fifty/fifty (Ge)




The project Fifty/fifty

Fifty/fifty implements a system of financial incentives for energy saving in
schools. In this system, schools get refunded 50 % of the saved costs (by
their efforts in energy-saving).

The fifty/fifty-scheme is the “mother” of other similar ones, with different sorts of
incentives:
Sometimes there are Competitions and sometimes the schools get a fixed amount of
money, if they execute the projects.

In Berlin, there are 150 schools out of 800 taking part at these schemes. All over
Germany about 4000 out of 35000. Fifty/fifty war started in 1994 in Hamburg, where
all 450 schools are included.

The projects are taking place within the school lessons, so the teachers are
organising the biggest part of it but UfU (or other regional organisations, some of
them are organised in the “Bundesverband Schule Energie Bildung” www.schule-
energie-bildung.de) helping them by the realization of lessons, especially at the
Energy round tour and at some of the measurements.

Fifty-Fifty: www.ufu.de
Unabhängiges Institut für Umweltfragen e.V. (Ge)




                                                  THEMATIC GROUP EDUCATION
          Pag. 9/23
8 ! Best Practice: Kvernhuset Ungdomsskole (No)

o   Kvernhuset Ungdomsskole, Fredrikstad, Norway,(2002)
o   Designed on principles of sustainability, natural ventilation, and maximum flexibility.
o   Technical solutions
o   A natural thermal ventilation system using underground ducts,
o   A heat pump running on thermal energy,
o   Skylights and translucent facades to conserve daylight.
o   Measures to make a fantastic learning tool for the school’s curriculum.
o   Air treatment plant&heating ensure good indoor air quality and best energy efficiency.
o   Energy: Est 120 kWh/m2/yr, -100 kWh/m2/yr is electricity and 20 KWh/yr for heating oil.

o During the concept stage involved the local population,
o Areas into three wings dedicated towards water, energy and natural growth issues
o Features allowing the pupils to learn through observation, utilisation and enhancement of
diversified interests, as well as adapt their perspective to a sustainable way of life
o Insulation has been simply screened with glass for children to inquire
o Water and sewage pipeshave been with glass partitions for questions to appear
o Layout is designed allowing for contacts between individuals.
o Pupils informed about features of their school, including building management system
o Pupils guide the visitors through the building complex




Photography - Geir Carlsen

Pir II Arkitektkontor
Fax: 73 98 40 90
firmapost@pir2.no
www.pir2.no




                                                       THEMATIC GROUP EDUCATION
               Pag. 10/23
9. ! Best Practice: Agenda21-scolaire (Fr)


Agenda21-scolaire

The approach of an Agenda21-scolaire (Programme of Agenda21 for Schools) is a French
action plan for realising sustainable development at the level of schools, implemented with
internal and external partners. The Agenda21-scolaire is open to all schools sectors, and is a
voluntary and process to develop based on needs of a school. It’s based upon temporary or
continued action during a whole school year and reproducible each year.

The characteristics of an agenda 21-scolaire are:

   -   Educational project in search of sustainable development
   -   Learning in action
   -   Participation process
   -   Driven by a action team with the support of the schools direction
   -   Based upon a identification of problems

The approach of the agenda21 scolaire is composed of different phases. The Comité2&
identifies 6 main phases:

          1.   Impulsion of program
          2.   Organisation of project team
          3.   Making common diagnostics
          4.   Definition of action lines and establish the Agenda21
          5.   Development and implementation of the 1ts action plans
          6.   Evaluation of the action plans

Programs as the Eco-schools are completely in the same line.

Comité 21 - « Guide méthodologique de l’Agenda 21 scolaire » :
Méthodologie pour conduire une démarche Agenda 21 au sein d'un établissement
scolaire. (édition 2006)  www.comite21.org -
================================




                                                       THEMATIC GROUP EDUCATION
           Pag. 11/23
10. ! Best Practice: SUSTAIN.NO


SUSTAIN.NO




It is possible to insert the student’s data into a database from an Internet based support network for
schools that was established in 1997 after several years of research and development work. The
program has evolved to support Education for Sustainable Development. It is mostly used by
Norwegian schools, but a growing number of other European schools using the website in order to
compare their daily gathered data with visual tools their energy use with their peers. The website is
www.sustain.no.




http://support.sustain.no




                                                           THEMATIC GROUP EDUCATION
            Pag. 12/23
11. ! Best Practice: The Display Campaign



Energy Performance Certificate (EPC) or Display Energy Certificate (DEC)

School buildings that have a floor area in excess of 1000m² are required to have a Energy
Performance Certificate (EPC) or a Display Energy Certificate (DEC). This certificate presents
the actual energy use of a building (converted to CO2) mostly on an A-G scale where A has
the lowest CO2 emissions (best) and G the highest CO2 emissions (worst). The certificate is
similar to those that are required for fridges and other new white goods.

This Energy Certificate shows how a buildings energy use performs against a benchmark and
is based on the buildings actual annual energy consumption. This will have to be displayed in
a prominent place visible to the public. It must be updated each year and will need to be
accompanied by an ‘advisory report’ listing measures to improve the performance.

This energy certificate can be used for educational mains and even simulated by the students
as exercise.

The Display Campaign is using the same concept, but uses «Energy, CO2 and Water » rating
from A to G as an educational tool, integrated into a project learning strategy. (www.display-
campaign.org)




                                                       THEMATIC GROUP EDUCATION
           Pag. 13/23
12. ! Best Practice: Howe Dell primary school, Hatfield (UK)

• Electricity from solar panels + Toilets flush with collected rainwater

• Hot water by solar thermal absorption panels on the sedum covered green roof

• Classroom fixtures like desks and counter-tops are made from recycled materials.

• Skylights that flood the classrooms and corridors with daylight, cutting lighting bills, and
specified super-thick exterior walls and thick window glass to reduce heat loss.

• Ordinary playground tarmac is an Interseasonal Heat Transfer (IHT) system (world's first
IHT system underneath the playground). Pipes running under the playground collect solar
heat and transfer it to soils under the building foundation, where insulation and the natural
properties of the soil allow the heat to be stored until it is needed, even months later.



• The building itself functions as part of the curriculum: Students "can see how many
kilojoules are pumped out be the wind turbines and how it relates to kettle or toaster uses,"

• The school has an eight-pupil-strong "Eco-Squad" (members change every term)

• The school's curriculum also incorporates sustainable education principles
• It won the Eco-Schools Green Flag award for the environmentally aware additions to
classes.

• The green section of the curriculum aims to teach pupils the interdependence of peoples
and countries, the need to promote sustainable development and an awareness of their
personal responsibility for the environment.




                                                        THEMATIC GROUP EDUCATION
           Pag. 14/23
13. ! Best Practice: Tolosano Primary School (It)



City of Faenza (It) - Tolosano Primary School

• Primary school constructed in 1950, refurbished in 2003-2006

• Main measures:

      – Setting of a digital controller for boiler plants
      – Building envelope (insulating fiberglass layer)
      – Thermal Plant (Old boiler→4 condensing boilers)

• Savings of 42.8% of the primary energy for heating
• Primary heating energy consumption lower by 160 542kWh




City of Faenza
Public Administration
GreenBuilding contact:
Massimiliano Malavolti
Piazza del Popolo
48018 Faenza (RA)
Italy

Tel.: 0546 691310
E-mail: massimiliano.malavolti@comune.faenza.ra.it




                                                       THEMATIC GROUP EDUCATION
           Pag. 15/23
14. ! Best Practice: Schools' Global Footprint (Uk)



The Schools' Global Footprint resource has been developed in
collaboration with the WWF to help the students to understand
their environmental effect have on the planet and how to
reduce this impact.
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The Schools' Global Footprint has a Global Footprint
Calculator to help to work out the quantity of resources that
the students and the school use, compared with what is
available in the world. You can see if this is sustainable for the
future and you'll get suggestions on how to reduce your
impact on the planet.

There is a part « Schools' Global Footprint calculator for learners » where a
personal and the school’s Ecological Footprint is worked out and find out what can one do
to reduce your impact on the planet.

Another part « Resources for teachers » provides practical, curriculum-based
teaching and learning ideas, designed for primary and secondary schools. The Schools’ Global
Footprint is intended to act as a stimulus for change.

When aligned with the Eco Schools programme, this resource provides a useful process for
identifying and implementing solutions that can help reduce ecological impact.

The Global Footprint Calculator is has six sections, which you can work through, filling in the
calculator pages as you go.


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http://www.ltscotland.org.uk/sustainabledevelopment/findresources/globalfootprint/learners/f
ootprintcalculator/index.asp




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           Pag. 16/23
15. !     Best Practice: Relighting in Byšice Primary School (Cz)


Case study in Energy Efficient Lighting in Schools


Relighting in Byšice Primary School (Cz)


The schools teacher and pupils has won a competition within the Kyoto in the Home
educational project, for bringing specific improvement of lighting in two of its classrooms.

The original, decades-old luminaries, who twinkled and buzzed, had high electricity
consumption, and light hardly got through the yellowed covers. Therefore, new, state-of-the-
art and highly energy-efficient lighting have replaced this obsolete system.

They used TCS 160 2 Philips units with the consumption of 58W tpo light the classrooms.
They are fluorescent luminaries, fitted with a reticule with special optics evenly diffusing light
and concurrently preventing dazzle. TCS 260 1 luminaries with the consumption of 80W have
been used to light the blackboards. They are special lighting units providing even, glare less
illumination.


Environmental education and training is important not only for school children and future
energy consumers. In the case of the Primary School in Byšice it has also brought about
specific improvement of lighting in two of its classrooms. The school’s teachers and pupils
have won a competition within the Kyoto in the Home educational project
.
The first prize, donated by Philips, was complete renovation and modernisation
Of lighting in two classrooms, including delivery of light sources.

The original, decades-old luminaries, who twinkled and buzzed, had high electricity
consumption, and light hardly got through the yellowed covers. Therefore, new, state-of-the-
art and highly energy-efficient lighting have replaced this obsolete system.

Philips used TCS 160 2 units with the consumption of 58W to light the classrooms. They are
fluorescent luminaries, fitted with a reticule with special optics evenly diffusing light and
concurrently preventing dazzle. TCS 260 1 luminaries with the consumption of 80W have
been used to light the blackboards. They are special lighting units providing even, glare less
illumination.

The luminaries were installed in three rows, each with three pieces, in such a manner that
light is directed on to benches overhead from the left. A total of 9 luminaries (each containing
two 58W fluorescent lamps) above the benches and two luminaries above the blackboard
were installed in each classroom.
The respective standard requires the illumination level of 300 Lux in the classroom and 500
Lux on the blackboard. When it comes to specialist study rooms or classrooms intended for
art lessons, the illumination of 500 Lux is required. Furthermore, the standard prescribes that
only light sources with the colour rendering of Ra>80 be used in schools. Colour rendering
determines how realistically colours are rendered by light.

Low-quality fluorescent lamps with poor colour rendering can cause eye tiredness,
restlessness and headaches, and they also have a significantly shorter service life.

We are pleased that the Kyoto in the Home project, organised in the Czech Republic by
SEVEn in cooperation with the Regional Environmental Centre, has made information about


                                                         THEMATIC GROUP EDUCATION
           Pag. 17/23
the possibilities of energy savings and use of renewable energy sources accessible to
hundreds of pupils throughout the Czech
Republic.

The prize-winning school has been shown a practical example of how efficient and high-
quality lighting represents a combination of lower operating costs and quality service.


Further information: Kyoto in the Home project:
http://www.kyotoinhome.info/
Byšice Primary School: http://www.zsbysice.cz/
Philips Lighting: http://www.lighting.philips.com/cz_cs/




                                                       THEMATIC GROUP EDUCATION
           Pag. 18/23
16. ! Best Practice: Herringthorpe Junior and Infant School (Uk)

•Herringthorpe Junior and Infant school were two separate schools on the same site.
•Reuse parts existing building structure after demolition incorporation in landscape
•In addition to involving the client with design development, participation by the children was
encouraged through the school. To this end, the head teacher has contracted local artists
through the Creative Partnerships Programme and the children will be involved in making
artwork for integration directly into the building fabric.

•Within corridors, high-level roof lights add daylight to the space. Roof lights at the rear of
the rooms increase natural daylight and provide cross ventilation.

•A number of key elements to provide an environmentally friendly building were:

       •Natural ventilation
       •Control of carbon dioxide levels in key areas
       •Maximising natural light but avoiding glare and solar overheating
       •Sustainable heating
       •Energy efficiency
       •User friendly local control
       •Minimising use of VOCs
       •Improving ecology




                                                        •Calculated CO2 emission rate for
                                                        the notional building 49.94
                                                        KgCO2 /m2/annum
                                                        •Improvement factor 0.15
                                                        •LZC benchmark 0.10
                                                        •Building Target CO2 emissions
                                                        rating (TER) for building as
                                                        designed 38.17 KgCO2/m2/annum
                                                        •Building CO2 emissions rating
                                                        (BER) for building as designed
                                                        12.56 KgCO2/m2/annum
                                                        •Projected building energy usage
                                                        for building as designed 133.33
                                                        kWh/m2/annum




                                                         THEMATIC GROUP EDUCATION
           Pag. 19/23
17. ! Best Practice: Neubau Hauptschule Klaus – Weiler (At)

Neubau Hauptschule Klaus – Weiler – Fraxern

The main parts of this new school are building following the principles of a passive building. This school
came from a competition for the design, with clear economic and energy guidelines, for an urgently
needed refurbishment of an old school building due to exorbitant costs of operation. After a record
construction time of only 18 months upon nominating the winner of the competition, operations were
commenced at the school building, which consumes less than 15 kWh/m² total energy per year and
fulfils the Voralberg passive-house guidelines.

The L-shaped building houses classrooms, library and adjoining rooms with a wide is a three-storey
space corridor located in the centre, rhythmically interrupted by the foot bridges providing access to the
classrooms. This simple but spatially appealing structure is on the one hand rooted in the logics of
economy; on the other hand it is a result of the sophisticated structure crafted from wooden elements,
the material of choice that helped to achieve such short construction times. Controlled ventilation
ducts, constantly supplying fresh air inside the classrooms, follow a similarly systematic pattern.

Collectors of the technical unit are well dimensioned and positioned easily accessible above the
adjoining rooms. The compact and despite its complexity well-structured concept helped to minimize
costs and maximize energy efficiency.
The architects succeeded in achieving construction costs of only three per cent above that of a
conventional construction project, while reducing energy costs by 70 per cent compared to the old
school building.

No cutbacks were required in terms of architectural details. The classrooms are bright and on the east
side they benefit from the sky light of the central building section.

Exterior solar shading prevents glare and generation of heat. To maintain sufficient view a low ribbon
glazing positioned toward the inside is placed just below the tall windowsills and permits a good view
while providing shading. The developed areas of the central section are divided into small spaces
between the footbridges by skylights and tall lockers that provide screening, thus transforming the long
corridor into a lively meeting place during recess. The footbridges feature glass handrails that enhance
the transparency of this space even further, where diagonal views enliven everyday life at school.

The recess hall and library are outfitted with floor heating given their large volume, permitting speedy
drying of the entrance area in case of wet conditions. The building unit housing the classrooms is
equipped with a controlled ventilation system that generates heating or cooling as required. An
additional heating register facilitates temperature control in each room. In summer and winter the air is
pre-heated or pre-cooled, respectively, to 18° Celsius via Earth Coupling. A calorific value gas tank
generates heat. Fittings for a planned biomass-heating unit have been installed. Residual heat is
extracted from exhaust air and a number of other measures ensure high-energy efficiency, which is
further optimized by the facility manager via special computer software. As a successful pilot project the
school building received several awards in the categories of architecture and energy efficiency.




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Indication of energy: 15 kWh/m²*a
Way of construction: Construction en bois
Useful Surface: 4'520 m²
Lieu: Klaus-Weiler

Personnel de contact:
Gemeinde Klaus
Anna Henslerstraße 15
6833 Klaus
AT
Telefon: +43 5523 625360
E-mail: gemeinde@klaus.cnv.at
Site Internet http://ris.gemserver.at/gemeinde/klaus/




                                                        THEMATIC GROUP EDUCATION
               Pag. 21/23
18. ! Best Practice: Lycée Jacquard, HQE, Caudry, France


The Caudry College is one of the first constructed using HQE procedure (High Environmental
Quality). Some of the significant actions:

     • Equal amounts of infill and spoil.
     • Long-lasting materials with low energy rating and with non-leaching treatments.
     • Non-toxic.
     • Amount of PVC limited to 2.5 tons. Heavy materials produced less than 200 km
     • Building is flexible and neutral with large, modular spaces (building can be converted
     into housing).
     • Thermal comfort: insulation from the outside, no thermal bridges, and window solar
     protection.

The main aims are:

–To use renewable energies and free gains, Canadian wells, photovoltaic cells, solar
collectors.
–Choice of locally produced materials with low emissions.
–Rain water management.
–Optimisation of natural lighting.
–Highly efficient heating and double flow ventilation.




                                                      THEMATIC GROUP EDUCATION
           Pag. 22/23
         Guide for an Integrated
     Sustainable Energy Education,
 First steps to climate neutral schools,
          for secondary schools




Developed by Eddy Deruwe (BE) with the help of the other Thematic
Workgroup members of Managenergy Susanna Ceccanti (IT), Malte
Schmidthals (DE), Andreea Piuaru (RO), Eva Stroffekova (SK) and Alan
Morton (Uk).

Brussels, February 2009



                                  THEMATIC GROUP EDUCATION
Pag. 23/23

				
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